The learning lab at Hawaii Community College (HCC) has, for the past year and a half, utilized the PLATO (Programmed Logic for Automatic Teaching Operations) computer-assisted instructional program. PLATO, which is used by students whose preferred learning mode falls into the listening, visual, or reading categories, serves to broaden the learning options available at the lab and to help the lab optimally fulfill its articulated goals and objectives. PLATO, which originated at the University of Illinois, is modular in nature and presents short personalized lessons in computation, reading, and other basic skills. Students, with the aid of tutors, progress from simple to complex objectives, receive immediate feedback, and can eventually increase their competencies to the ninth-grade level. The PLATO lessons supplement required course work, with the amount of time spent by the student on the lessons being determined by the student and his/her instructor. An initial two-semester examination of the retention rates and attitudes of basic skills students who used PLATO and those who did not revealed that students with PLATO experience achieved higher course completion rates and higher overall grade point averages than the non-PLATO students. The paper outlines the goals and objectives of HCC's learning lab and presents Fall 1980 reading and math completion rates for PLATO and non-PLATO students. (JP)